Presented is a short excerpt from an article that summarizes some of Schon's key ideas concerning reflection-in-practice. Four categories of ideas are described: (1) frame analysis; (2) repertoire-building research; (3) research on methods of inquiry and theories; and (4) research on the process of reflection-in-practice. (SI)

The principal's role in the placement and supervision of student teachers is discussed. Staff development benefits of careful student teacher placement are also considered. (IAH)

Teaching assistant supervisors accept responsibility or overseeing the work and professional development of one or more teaching assistants. The complexity of such responsibility, the teaching assistant supervisor role, understanding teaching assistants from a developmental perspective, etc. are discussed. (MLW)

Takes a critical look at who has the legitimate right to engage in supervision and for what valued social purpose, contending that those who are closest to the work are best qualified to form judgments about its quality and worth. Proposes an "educative" model of collaborative supervision to encourage self-awareness and self-determination among…

An exploratory study of undergraduate rehabilitation education students was conducted to identify coping strategies used during their internships. Results showed that students expended the most effort on problem-focused and seeking-social-support strategies. There is an indication, however, that the students used some maladaptive coping…

This study compared the effects of two supervisory models (self-assessment and collaborative) on types and frequency of teacher verbal feedback statements during early field experiences for preservice physical educators. Videotapes and observation data indicated that collaborative supervision increased students' positive specific interactions with…

Effects of supervision support and supervisor race were examined. Sixty Caucasian women, supervised by one of six experienced supervisors (three African American, three Caucasian), served as counselors in two counseling sessions with a confederate client. Results revealed main effect for supervisor level of support but no effects for supervisor…

Examines the transition from hierarchical to collegial teacher-administrator relationships in a central New York school district. The district's new supervision model requires teachers to assume responsibility for their individual professional growth and administrators to help teachers become self-directed and self-evaluating. Discusses…

Examined perceptions of four cooperating or supervisory teachers for early childhood student teachers. Perceptions suggest the need to look beyond a functional approach in understanding what cooperating teachers do, noting the collaborative role they play, the artistry involved, and the match-mismatch between university assessment criteria and…

A school-based evaluation/supervision/development (S-BESD) model of teacher evaluation is presented. This model will provide a reasonable balance between teacher autonomy and system control. The model provides 5 growth alternatives and 10 growth support elements to meet teacher needs, reduce isolation, promote reflection, and improve performance.…

Describes a model that can be used to supplement systematic training approaches to behavioral skills. Presents four phases used to teach counselor trainees cognitive skills and self-instructional strategies related to attending and seeking information, forming hypotheses and conceptual models, and intervention planning and self-instruction. (RJM)

A "Collaborative Approach to Leadership in Supervision" is one area of school and university collaboration in the University of New Hampshire's five-year teacher education program. The article describes the project which develops, refines, and extends the repertoire of supervisory skills of participating principals, teachers, and…

Discusses how cultural and gender biases in definitions of mental and emotional health and illness create critical issues for counseling research. Suggests that future research in counselor education and supervision cannot afford to uncritically accept these definitions and challenges researchers to develop more inclusive definitions. (Author/NB)

Describes a project whereby staff members of a child welfare agency, who were also master's students, received clinical group supervision from school of social work faculty. Discusses the process of initiating the group, the supervision issues that emerged, the articulation and application of a model of child-centered family treatment, and results…

A recent effort to improve supervision by principals of teachers teaching through cooperative learning techniques was conducted at Iowa State University (Ames). The 26 principals who participated in the 20-week program improved their effectiveness, self-confidence, and sense of efficacy in supervising and helping teachers. (SLD)